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Moving PBIS Forward with Quality, Equity and
Efficiency
Buckeye Elementary School District
Presenters: Dr. Randy Watkins, Assistant
Superintendent Joni Cesario, Director of Special Programs
Themes Affecting Education:Multi-tiered Systems, Evidence-based Practices, Organizational Systems
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Com
pete
ncy
Organization
Effective Implementation
Multi-tiered Systems of Support
Evidence-based Practices
Organizational Systems
Quality
Equity
Efficiency
Evidence-based Practices• Evidence-based Practice versus Evidence-based Intervention
• Collection and use of data (fidelity data and impact data)• ---------------------------------------------------------------------------------• 1. Clearly define procedures• 2. Identify “for whom” the intervention is expected to benefit,
and “by whom” the intervention is expected to be delivered• 3. Clearly defined outcomes
• If we use this procedure, what can we expect• 4. Empirical support
• Peer-reviewed research documenting that use of practice is associated with valued outcome
The Promise of SWPBIS
• The fundamental purpose of SWPBIS is to make schools more effective learning environments.
Predictable
Consistent
Positive
Safe
School-wide Positive Behavioral Interventions and Supports (SWPBIS)
• The social culture of a school matters.
• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
• Effective practices with the systems needed for high fidelity and sustainability
• Multiple tiers of intensity
Elements of Effective School Climate
Clear expectationsCaring relationshipsMeaningful participationPerceived school safetySchool connectednessLow violence perpetrationLow violence victimizationLow harassment and bullyingLow substance use at school
Adam Voight | Gregory Austin | Thomas Hanson
A Climate for Academic Success: How School Climate Distinguishes Schools That AreBeating the Achievement Odds (2013)
Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial . Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012
Bradshaw, C., Waasdorp, T., & Leaf P. (in press) Examining the variation in the impact of School-wide Positive Behavioral Interventions and Supports. Pediatrics
SWPBIS Experimentally Related to:1.Reduction in problem behavior2.Increased academic performance3.Increased attendance4.Improved perception of safety5.Reduction in bullying behaviors
6.Improved organizational efficiency7.Reduction in staff turnover8.Increased perception of teacher efficacy9.Improved Social Emotional competence
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/ Check out• Targeted social skills instruction• Anger Management• Social skills club• First Step to Success
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• Check and Connect•
PRIMARY PREVENTION• Teach SW expectations• Consistent Consequences• Positive reinforcement• Classroom Systems• Parent engagement• Bully Prevention
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
Main Ideas:1.Invest in prevention first2.Multiple tiers of support intensity3.Early/rapid access to support
Identifying Supports Remember that the multiple tiers of support refer to our SUPPORT not Students.
Avoid creating a new disability labeling system.
Reading
Behavior
Math
Health
Quality
(PBIS works)
Evidence-based
Practices
Behavior Support
Family Systems
Social skills development
Equity
(PBIS works for all)
All StudentsRace/ Ethnicity
DisabilityGender
Sexual Preference
Efficiency(PBIS saves time
and money)
Procedures and Systems
PracticalAcceptableEffective/ BetterEconomical
Using PBS to AchieveQuality, Equity and Efficiency• QUALITY: Using what works; Linking Academic and
Behavior Supports Valued outcomes Commitment to Fidelity Measures
• EQUITY: Making schools work for all Bully prevention Tiered Supports
• EFFICIENCY: Working Smarter; Building implementation science into large scale adoption. Using teacher and student time better.
Culture and Disproportionality
• “Culture mediates school and mental health processes and outcomes…cultural competence is frequently recommended as a mechanism for bridging the cultural disconnect between teachers, other professionals, schools, students, and families and for reducing service disparities.”
• Source: Osher, D., Cartledge, G., Oswald, D., Sutherland, K.S., Artiles, A.J., & Coutinho, M. (2004)
Equity• Delivering effective education to all students
• Race, ethnicity, socio-economic class, rural (small school), language, cultural preferences.
• Tier I: • Using practices that are effective• Establishing locally referenced social norms• Predictability, Consistency, Positive, Safe
• Tier II and Tier III• Adapt to needs of specific students• Differentiated instruction with progress monitoring.
Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?
From: Vincent, Cartledge, May & Tobin, 2009
Main Messages:1.Reduction in ODRs occurred for all ethnic groups
2.Racial disproportionality remained, just at a lower level of intensity.
Two Systems for Decision Making
System 1: Fast DecisionsAutomatic, snap judgmentsIntuitive, unconsciousAllows for bias
System 2: Slow DecisionsDeliberate decisionsAllows for conscious attention
Objective vs. subjective referral categories
White students referred more for: Smoking Vandalism Leaving with out permission Obscene Language
Black students referred more for:• Disrespect• Excessive Noise• Threat• Loitering
• Source: Center for Evaluation and Education Policy, Indiana University (2008)
Philosophy & Policy
• The improvement of social behavior of all students is a high priority for all of us in BESD because it directly impacts academic achievement for students
• Moving from a consequence based system to a positively stated philosophy statement and disciplinary procedures Superintendent support, principal input and revision Adopting a student handbook that reflects PBIS for the 2013-
2014 school year Revising student referral form and alignment with the student
information system
A system for discouraging inappropriate behaviors
Prevention-Teach-Reinforce
Defining classroom-managed (minor) behaviors vs. office-managed (major) behaviors
Focus more on corrective consequences rather than punitive consequences
Remediation and instruction of alternative, desired behavior
Consequence Based: Group “A” (Severe) Offenses are: Arson or similar Bomb threat Hate talk – Hazing, bullying or gang activity Physical assault of staff/a student Possession, use, sale of drugs or alcohol, or under the influence of any of
the above regardless of whether the alcohol or drugs were used prior to entering the school or district’s drug-free zone (including paraphernalia)
Tobacco (use or possession of) Possession of a weapon and/or replicas. Threats of violence or abuse towards staff or a student, verbal or written,
(ref. ARS 13-2911) Sexual misconduct; verbal, written, or otherwise Theft of school property or otherwise Vandalism/destruction of school property. ANY offense that is deemed to be of a SEVERE nature to such a degree that
the following consequences would be warranted and/or long term suspension or expulsion.
ALL Group A offenses will result in out of school suspension up to 10 days, with the possibility of long term suspension, expulsion and/or police notification.
Group “B” (Serious) Offenses are: Defiance of authority/Insubordination Extortion False fire alarm Fighting Intimidating or verbal abuse of another student Possession/Use of dangerous items Lying to a staff member, including forgery Any offense that is deemed to be of a Serious nature: 1st Offense: 1-2 days ARC 2nd Offense: 2-3 days ARC 3rd Offense: 3-5 days OSS 4th Offense: 5-8 days OSS 5th Offense: 8-10 days OSS, possible long-term suspension.
**Group “C” (Minor 2) Offenses are: Disorderly conduct/behavior in classroom, campus, or school-
sponsored activities Disrespecting/talking back to an adult Violation of reasonable standard of right and wrong (profanity,
pushing, spitting, tripping) Truancy; ditching Possession/Use of disruptive items Any offense that is deemed to be of a Minor nature: 1st Offense: 1-2 days ASD 2nd Offense: 3-5 days ASD 3rd Offense: 1-3 days ARC 4th Offense: 4-6 days ARC 5th Offense: 6-8 days ARC ** Discipline shall be assigned by teacher for 1st and 2nd offenses. **Group “D” (Minor 1) Offenses are: Violation of reasonable standard of right and wrong: cheating,
teasing, name calling Loitering Dress code violation Public display of affection (PDA, hugging, kissing) Use of electronic devices on campus Riding bicycles, skateboards, scooters, rollerblades, “shoe” skates,
etc. on campus No agenda 1st Offense: 1-2 days Lunch Detention 2nd Offense: 1-2 days ASD 3rd Offense: 2-3 days ASD 4th Offense: 1-2 days ARC 5th Offense: 3-4 days ARC ** Discipline shall be assigned by teacher for 1st, 2nd, and 3rd
offenses.
Philosophy & Policy
Moving from a consequence based system to a positively stated philosophy statement and disciplinary procedures
Superintendent support, principal input and revision
Adopting a student handbook that reflects PBIS for the school year
Revising student referral form and alignment with the student information system
Components of Culturally Responsive SWPBIS• DATA
Disaggregate data by student race/ethnicity Define the problem in objective, measurable terms
PRACTICES Identify culturally relevant and validating interventions to help foster
student success Include students and parents in defining what is appropriate and
inappropriate behavior Acknowledge differences between school culture, home culture, youth
culture
• SYSTEMS Share disaggregated data with staff Encourage staff to problem-solve together Provide professional development to help generate self-awareness,
build knowledge of students’ cultures, and gain the skills to work effectively with students from different cultures
• OUTCOMES• Define measurable outcomes
Efficiency• Time, Effort, Money• ------------------------------------------------------------------------------
• Prevention is cost-effective
• Efficient scaling of SWPBIS requires adjusting HOW implementation is done.
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle School
Pre PBIS Year 1 Year 2 Year 3
What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School
Savings in Administrative time
ODR = 15 min
Suspension = 45 min
13,875 minutes
231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min
Suspension = 216 min
43,650 minutes
728 hours
121 6-hour school days
Review and Report School Data
Using a school-wide data system to inform:Specific incidentTime of dayLocationGrade EthnicityConsequence – ODRs
Using the data to make decisions regarding:Re-teachingCreating supports for students
Major Challenges at Full Implementation• Building Depth
• Full Implementation of Tier I does not always include full implementation of Tier II and Tier III procedures
• Building Breadth• Documentation with one “exemplar” does not ensure
implementation across the full set of classrooms, schools, districts
• Sustainability• Achieving full implementation may be a transient
accomplishment without on-going focus on improvement.
District Team Membership
• School Counselors and School Psychologists have the background in behavioral supports and a vested interest
• Representation/buy-in from each school
• Flexibility to support building implementation
• District level leadership
• Flexibility for the meeting times
Being Practical• Implement SWPBIS locally
• One Example: Tier II and Tier III behavior support• Identify students in need of more support• Conduct assessment (behavioral, academic, social, mental health)• Develop an individualized plan
• Technically sound• Contextually appropriate
• Implement
• How to do this efficiently?
Building Depth• Build on Local Capacity
• Invest in building the personnel with the “deep” knowledge as you implement Tier I.
• Use these more skilled people to establish depth.• NOTE: Most Tier I practices may be implemented with minimal
challenges to the current system. Most Tier II, Tier III practices require modifications to the current system
• Consider Behavior Support:• Check-in / Check-out
• Reallocation of personnel• Modification in collaboration with families• Use of data for decision-making
• Function-based Support• Change in role for District Behavior Specialist• Change in role for student/family• Change in use and collection of data
Building Breadth• Modify Implementation Process as you Scale Up
• The strategies for establishing initial exemplars are seldom the strategies that can be used to scale up.
• Shift from infrequent centralized training to distributed, frequent training
• Shift from training using external experts, to training using local talent.
• Scaling up requires improved efficiency in implementation.• Scaling up requires increased structure (more people doing the
training and support requires increased coordination)• Hold coaching and training forums• Define expectations: Certify the OUTCOMES of training… do NOT
certify trainers.